Anastasia Bozatzi - Academia.edu (original) (raw)

Papers by Anastasia Bozatzi

Journal for Research Scholars and Professionals of English Language Teaching, 2021

In the ELT classroom, the writing lesson is mostly regarded as a static, strict and solitary acti... more In the ELT classroom, the writing lesson is mostly regarded as a static, strict and solitary activity. On the other hand, out of the classroom, in the digital era, writing is active and interactive as it symbolizes free and critical thinking. In this article, an original writing lesson is synthesized underlining the power and the effectiveness of innovation in the writing class, through the integration of technology. The process writing approach is the basis for a lesson full of polyphony, autonomy and responsibility, enriching learners' 21st-century skills. Simultaneously, Padlet (an online interactive tool) and current web 2.0 tools interweave this writing lesson and bring collaboration and multiple interpretations in a class where anxiety and stress are lessened.

Neos Paidagogos Online, 2021

In a modern world full of challenges and needs, the proficiency of speaking skills is considered ... more In a modern world full of challenges and needs, the proficiency of speaking skills is considered to be a priority for ELT learners as they evaluate their language competence based on the improvement of fluency and accuracy and the effectiveness of their communication in English language. Despite the fact that a lot of learners are fluent readers and writers of English, they have difficulties when they have to speak and communicate. This article is an attempt to design and evaluate the effectiveness of an original speaking lesson for young learners in the ELT Greek class, based on specific criteria and encouraging the teacher to implement innovative and creative methods and approaches .

Conference Presentations by Anastasia Bozatzi

Conference: 16th International Congress of the Geological Society of GreeceAt: Patras, Greece, 2022

Introduction Nowadays, alternative and more creative paths, such as games, are used in the field ... more Introduction Nowadays, alternative and more creative paths, such as games, are used in the field of cultural heritage, so as to acquaint the general public and students alike, with cultural and historical concepts, in a more experiential and interactive way (Malegiannaki et al., 2021). Taking into account the recent increase of public interest in places of geological and geocultural value (Drinia et al., 2022) and the fact that geoeducation can not only contribute both to the understanding of the need to preserve places of geoheritage, but also enrich the curricular and extracurricular activity programs in schools and private tutoring institutions (Zafeiropoulos et al., 2021), we propose a new approach, based on the latest advances in educational sciences integrating the implementation of Content and Language Integrated Learning (CLIL), through game-based, story-based and technology-based lessons, meticulously created for English language learners of different ages and English proficiency levels, according to the CEFR (Common European Framework of Reference, 2001). More specifically, this approach can be interwoven with the teaching curriculum for both primary and secondary schools in state and private sector, adhering to different subject areas, such as Environmental Education, Geography, Biology, History and Ancient Greek Language and Literature. Importantly, if implemented appropriately, this approach will provide an educational opportunity through CLIL (Cenoz, 2013), where the content of the subject and language are prioritized (Perez-Vidal, 2007), in a flexible manner (Piacentini, 2021). Here, we will focus on some of the most prominent sites of the geological heritage of Greece, briefly explain their significance as places of geoheritage, and present how they can be approached via a novel educational strategy. The UNESCO Geoparks of Greece The UNESCO Geoparks of Greece comprise that of Sigri in Lesvos island, Psiloritis and Sitia in Crete, Chelmos-Vouraikos, Vikos-Aoos and Grevena-Kozani. Most of these parks comprise numerous geosites, whose management is important from a standpoint of promoting the Greek geoheritage and for the effective sustainable tourism-related, economic development of the local communities (Golfinopoulos et al., 2022). The influence of UNESCO Geoparks for the local communities has also been presented by Fassoulas & Zouros (2010). The ecosystems existing in the UNESCO geoparks are also important for biodiversity and ecosystem development purposes (Tsakiri et al., 2022). Mines as Centers of Geoheritage Amongst the most important mining centers of Greece are those of Lavrion, Serifos and Naxos. Lavrion has been a wellknown mining center since the times of Ancient Greece and it has an immense geocultural value (Voudouris et al., 2021); their existence has shaped the history of Greece, and potentially of Europe, both during the 5 th and 4 th century BC and during the 19 th century (Periferakis et al., 2019). The island of Naxos can be thought of as a Cordilleran metamorphic core complex and the transformation of its bauxites to emeries occurred mostly through medium to high grade metamorphism (Periferakis, 2021; and references therein). The emery deposits, also mined in ancient times, came to the foreground in the 19 th century, and were pivotal in shaping the local island economy up until the 1970s when emery consumption, and therefore mining, declined. The export of emery was also quite important for the GNP of Greece, especially prior to the 1940s. The consequences of emery mining are still quite visible in the area, both from a financial and a cultural standpoint (Periferakis, 2021). The island of Serifos represents a multiple-mineralized district (Vlachopoulos & Voudouris, 2022; and references therein) and apart from being an area rich in collection-grade minerals, is also well-known for its iron and copper mines, dating back to the time of Ancient Greece (Georgakopoulou et al., 2011); an in-depth presentation of the places of geological and geocultural interest has been made by Vlachopoulos & Voudouris (2022). Integrating games, stories and technology Game-based, story-based and technology based-learning is proposed as the most appropriate path to promote geodidactics for all educational levels. More specifically, through games, the students are actively engaged (Smith & Mann, 2002) in a learning process where mastering the game is linked to further knowledge and skills (Prakash & Spoorthi, 2022). Simultaneously, stories not only can expand learners' knowledge of the world through imagination (Cameron, 2001) but also are a great means to cultivate cultural awareness (Davies, 2007). Moreover, technology, which can be implemented through web 2.0 tools, applications and devices in class, provides a fruitful ground for innovation, language competence

Journal for Research Scholars and Professionals of English Language Teaching, 2021

In the ELT classroom, the writing lesson is mostly regarded as a static, strict and solitary acti... more In the ELT classroom, the writing lesson is mostly regarded as a static, strict and solitary activity. On the other hand, out of the classroom, in the digital era, writing is active and interactive as it symbolizes free and critical thinking. In this article, an original writing lesson is synthesized underlining the power and the effectiveness of innovation in the writing class, through the integration of technology. The process writing approach is the basis for a lesson full of polyphony, autonomy and responsibility, enriching learners' 21st-century skills. Simultaneously, Padlet (an online interactive tool) and current web 2.0 tools interweave this writing lesson and bring collaboration and multiple interpretations in a class where anxiety and stress are lessened.

Neos Paidagogos Online, 2021

In a modern world full of challenges and needs, the proficiency of speaking skills is considered ... more In a modern world full of challenges and needs, the proficiency of speaking skills is considered to be a priority for ELT learners as they evaluate their language competence based on the improvement of fluency and accuracy and the effectiveness of their communication in English language. Despite the fact that a lot of learners are fluent readers and writers of English, they have difficulties when they have to speak and communicate. This article is an attempt to design and evaluate the effectiveness of an original speaking lesson for young learners in the ELT Greek class, based on specific criteria and encouraging the teacher to implement innovative and creative methods and approaches .

Conference: 16th International Congress of the Geological Society of GreeceAt: Patras, Greece, 2022

Introduction Nowadays, alternative and more creative paths, such as games, are used in the field ... more Introduction Nowadays, alternative and more creative paths, such as games, are used in the field of cultural heritage, so as to acquaint the general public and students alike, with cultural and historical concepts, in a more experiential and interactive way (Malegiannaki et al., 2021). Taking into account the recent increase of public interest in places of geological and geocultural value (Drinia et al., 2022) and the fact that geoeducation can not only contribute both to the understanding of the need to preserve places of geoheritage, but also enrich the curricular and extracurricular activity programs in schools and private tutoring institutions (Zafeiropoulos et al., 2021), we propose a new approach, based on the latest advances in educational sciences integrating the implementation of Content and Language Integrated Learning (CLIL), through game-based, story-based and technology-based lessons, meticulously created for English language learners of different ages and English proficiency levels, according to the CEFR (Common European Framework of Reference, 2001). More specifically, this approach can be interwoven with the teaching curriculum for both primary and secondary schools in state and private sector, adhering to different subject areas, such as Environmental Education, Geography, Biology, History and Ancient Greek Language and Literature. Importantly, if implemented appropriately, this approach will provide an educational opportunity through CLIL (Cenoz, 2013), where the content of the subject and language are prioritized (Perez-Vidal, 2007), in a flexible manner (Piacentini, 2021). Here, we will focus on some of the most prominent sites of the geological heritage of Greece, briefly explain their significance as places of geoheritage, and present how they can be approached via a novel educational strategy. The UNESCO Geoparks of Greece The UNESCO Geoparks of Greece comprise that of Sigri in Lesvos island, Psiloritis and Sitia in Crete, Chelmos-Vouraikos, Vikos-Aoos and Grevena-Kozani. Most of these parks comprise numerous geosites, whose management is important from a standpoint of promoting the Greek geoheritage and for the effective sustainable tourism-related, economic development of the local communities (Golfinopoulos et al., 2022). The influence of UNESCO Geoparks for the local communities has also been presented by Fassoulas & Zouros (2010). The ecosystems existing in the UNESCO geoparks are also important for biodiversity and ecosystem development purposes (Tsakiri et al., 2022). Mines as Centers of Geoheritage Amongst the most important mining centers of Greece are those of Lavrion, Serifos and Naxos. Lavrion has been a wellknown mining center since the times of Ancient Greece and it has an immense geocultural value (Voudouris et al., 2021); their existence has shaped the history of Greece, and potentially of Europe, both during the 5 th and 4 th century BC and during the 19 th century (Periferakis et al., 2019). The island of Naxos can be thought of as a Cordilleran metamorphic core complex and the transformation of its bauxites to emeries occurred mostly through medium to high grade metamorphism (Periferakis, 2021; and references therein). The emery deposits, also mined in ancient times, came to the foreground in the 19 th century, and were pivotal in shaping the local island economy up until the 1970s when emery consumption, and therefore mining, declined. The export of emery was also quite important for the GNP of Greece, especially prior to the 1940s. The consequences of emery mining are still quite visible in the area, both from a financial and a cultural standpoint (Periferakis, 2021). The island of Serifos represents a multiple-mineralized district (Vlachopoulos & Voudouris, 2022; and references therein) and apart from being an area rich in collection-grade minerals, is also well-known for its iron and copper mines, dating back to the time of Ancient Greece (Georgakopoulou et al., 2011); an in-depth presentation of the places of geological and geocultural interest has been made by Vlachopoulos & Voudouris (2022). Integrating games, stories and technology Game-based, story-based and technology based-learning is proposed as the most appropriate path to promote geodidactics for all educational levels. More specifically, through games, the students are actively engaged (Smith & Mann, 2002) in a learning process where mastering the game is linked to further knowledge and skills (Prakash & Spoorthi, 2022). Simultaneously, stories not only can expand learners' knowledge of the world through imagination (Cameron, 2001) but also are a great means to cultivate cultural awareness (Davies, 2007). Moreover, technology, which can be implemented through web 2.0 tools, applications and devices in class, provides a fruitful ground for innovation, language competence